摘要
针对学生在学习“酸和碱的中和反应”中普遍存在的“被动接受具体知识、缺失开展真实科学探究的思路、机械记忆中和反应规律、缺乏批判质疑精神及高阶思维能力不足”等倾向问题,设置了驱动性问题链协助学生搭建“情境问题”与“真实的科学探究”间的思路桥梁,在深度的科学探究中发展学生的发散性思维、有序思维、多角度分析问题、设计创造思维、逻辑严密的推理及评价反思等高阶思维能力。课堂教学中营造轻松、舒适的交流讨论环境,有益于学生之间碰撞出思维的火花、激发出创造的灵感。课堂观察表明,深度科学探究教学的实施,有效提升了学生的高阶思维能力及解决问题的能力。
In view of the common tendency of students in learning“neutralization reaction of acid and base”,such as“passive acceptance of specific knowledge,lack of ideas for real scientific exploration,neutralization reaction law of mechanical memory,lack of critical questioning spirit and lack of high-order thinking ability”,this paper sets up a driving problem chain to help students build a thinking bridge between“situational problems”and“real scientific inquiry”,and develops students’high-level thinking abilities such as divergent thinking,orderly thinking,multi angle analysis of problems,design and creative thinking,logical reasoning and evaluation reflection in deep scientific inquiry.Creating a relaxed and comfortable communication and discussion environment in classroom teaching is conducive to the collision of sparks of thinking and creative inspiration among students.Classroom observation shows that the implementation of deep scientific inquiry teaching has effectively improved students’high-order thinking ability and problem-solving ability.
作者
李豪杰
LI Hao-Jie(Middle School Affiliated to Guangzhou University,Guangzhou 510050,China)
出处
《化学教育（中英文）》
CAS
北大核心
2022年第11期60-67,共8页
Chinese Journal of Chemical Education
基金
广东省教育科学规划2021年度中小学教师教育科研能力提升计划一般项目“发展学生定量认识的初中化学深度教学研究”(2021YQJK030)。
关键词
中和反应
科学探究
深度探究
高阶思维能力
neutralization reaction
scientific inquiry
in-depth inquiry
higher order thinking ability
